<![CDATA[Abstrak. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir reflektif siswa dalam memecahkan masalah matematis ditinjau dari kemandirian belajar dan tipe kepribadian (guardian) menurut Keirsey. Jenis penelitian ini adalah penelitian kualitatif dengan metode penelitian eksplorasi. Teknik pengumpulan data menggunakan metode think aloud. Subjek penelitian diambil dari siswa kelas X SMK Negeri Bantarkalong tahun ajaran 2020/2021. Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Siswa dengan tipe kepribadian guardian, pada fase contemplating siswa tidak dapat memeriksa kembali, karena merasa sudah yakin bahwa jawaban yang diperoleh sudah tepat. Siswa dalam membahas sesuatu hal tentang realitas dan menulis secara faktual menggunakan kata-kata, menyukai pembahasan yang berkaitan sesuatu yang nyata memang ada di sekitar mereka. Selanjutnya, Siswa tipe kepribadian guardian, dengan tingkat kemandirian tinggi mampu melewati fase-fase proses berpikir reflektif matematis dengan sangat baik dan konsisten, siswa memiliki inisiatif dan motivasi tinggi, percaya diri dan rasa tanggung jawab tinggi, namun siswa tingkat kemandirian belajar sedang cukup mampu melewati fase-fase proses berpikir reflektif matematis, dibandingkan siswa tingkat kemandirian belajar rendah. Siswa tidak mampu mengerjakan soal yang diberikan sesuai dengan fase-fase proses berpikir reflektif matematisKata kunci: Berpikir reflektif, Pemecahan masalah, Kemandirian belajar, tipe kepribadian (guardian) Abstract. This study proposes to describe students' reflective thinking processes in solving mathematical problems in terms of learning independence and personality type (guardian) according to Keirsey. This research method is qualitative research with exploratory research methods—data collection techniques using the think-aloud method. The research subjects were taken from class X students of SMK Negeri Bantarkalong in the 2020/2021 academic year. The data analysis technique used was data reduction, data presentation and conclusion drawing. The results showed that students with the guardian personality type, in the contemplating phase, could not check again, because they felt sure that the answer they got was correct in discussing things about reality and writing factually using words, students like discussions that are related to something real that is around them. Furthermore, Guardian personality type students, with a high level of independence can pass through the phases of the mathematical reflective thinking process very well and consistently; students have high initiative and motivation, are confident and have a high sense of responsibility. However, students with a moderate level of learning independence can pass through phases of the mathematical reflective thinking process, compared to students with low learning independence levels. Students are not able to do the questions given according to the phases of the mathematical reflective thinking processKeywords: Reflective thinking, Problem solving, Independent learning, personality type (guardian)]]>
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